1. Writing Self-Assessment (2009)
Series: Self-Assessment Tools
By: Human Resources and Skills Development Canada (HRSDC)
This is one in a series of self-assessment tools prepared by Human Resources and Skills Development Canada (HRSDC) to help individuals determine their grasp of essential skills.
The first section of this document includes a series of statements designed to measure how effectively a person communicates in writing, whether on paper or on a computer screen. The individual must check off either Yes, Somewhat or No in response to each statement.
The second section, on personal development, requires the respondent to identify both his strengths and the areas where he needs improvement.
Added: 2010-09-02
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2. Popular Resources: Supporting the Transitioning of Adult Learners with Independence or Employment Goals (2009)
Resource Guide
By: Community Literacy of Ontario (CLO)
This bibliography is designed to help practitioners find resources and make decisions about which available resources best suit their needs. The authors have prepared a brief annotation for each resource listed and have also included web contact and purchase information for each item.
The annotations are grouped into sections according to which Ontario Adult Literacy Curriculum (OALC) competency each best reflects: communicate ideas and information; find and use information; use numbers and think in quantitative terms; use technology; self-direct and act autonomously; and engage and work with others.
As well, the authors have listed the essential skills each resource focuses on.
Funders:
- Ontario Ministry of Education and Ministry of Training, Colleges and Universities
Added: 2010-08-31
3. Computer Use Self-Assessment (2009)
Series: Self-Assessment Tools
By: Human Resources and Skills Development Canada (HRSDC)
This is one in a series of self-assessment tools prepared by Human Resources and Skills Development Canada (HRSDC) to help individuals determine their grasp of essential skills.
The first section of this document includes a series of statements designed to measure how well a person uses computers or other electronic equipment. The individual must check off either Yes, Somewhat or No in response to each statement.
The second section, on personal development, requires the respondent to identify both his strengths and the areas where he needs improvement.
Added: 2010-08-31
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4. Oral Communication Self-Assessment (2009)
Series: Self-Assessment Tools
By: Human Resources and Skills Development Canada (HRSDC)
This is one in a series of self-assessment tools prepared by Human Resources and Skills Development Canada (HRSDC) to help individuals determine their grasp of essential skills.
The first section of this document includes a series of statements designed to measure how well a person uses speech to share thoughts and information. The individual must check off either Yes, Somewhat or No in response to each statement.
The second section, on personal development, requires the respondent to identify both his strengths and the areas where he needs improvement.
Added: 2010-08-31
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5. Community Works Handbook (2008)
Series: Community Works
By: Helen Mildon
This handbook is designed for adult learners who are doing volunteer placements as a means of strengthening their skills and preparing for paid employment.
The author begins with a unit designed to help learners analyse their personal qualities and abilities. Other units deal with workplace safety; charting personal progress during a volunteer placement; time management and other organizational skills; workplace communication; and getting along with others.
Funders:
Added: 2010-08-31
6. Working with Others Self-Assessment (2009)
Series: Self-Assessment Tools
By: Human Resources and Skills Development Canada (HRSDC)
This is one in a series of self-assessment tools prepared by Human Resources and Skills Development Canada (HRSDC) to help individuals determine their grasp of essential skills.
The first section of this document includes a series of statements designed to measure how well a person works independently, with a partner or a team, or in a leadership role. The individual must check off either Yes, Somewhat or No in response to each statement.
The second section, on personal development, requires the respondent to identify both his strengths and the areas where he needs improvement.
Added: 2010-08-27
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7. Measures of Success - Workplace Literacy & Essential Skills: Background Paper (2010)
By: Maria Salomon
This document provides background information on a three-year project that will test a model for evaluating the long-term impact of workplace literacy and essential skills training. The researchers are working from a New Zealand model and will apply it to 10 sites in Manitoba and Nova Scotia.
The author identifies the project goals and research questions; defines literacy and essential skills in a Canadian context; and discusses current practices in measuring outcomes. The author has also included an extensive bibliography.
The project began in 2009 and is scheduled to be completed in 2012.
Funders:
Added: 2010-08-27
8. Small Talk: A Resource Guide for Small Groups in Community Literacy Agencies (2000)
By: Vicki Trottier
While many community literacy organizations are based on one-to-one tutoring, some also offer training for small groups of learners. An organization might use the group approach because of a shortage of volunteers or because some learners progress faster in a group.
In this manual, the author provides a reference for literacy practitioners who work with small groups. The author notes that incorporating small groups into a program doesn’t mean abandoning the traditional one-to-one tutoring relationship because small group instruction can be used as an alternative or a supplement to individual instruction.
Added: 2010-08-27
9. Essential Skills Survey of Renfrew County (2009)
By: Lee Torvi, Gary Johnston
This survey was carried to determine why workers affected by plant closures and layoffs in Ontario’s Renfrew County weren’t enrolling in programs offered by the area’s literacy and basic skills (LBS) agencies.
The survey showed that participants who have completed high school may still need further upgrading, especially if they are moving into other careers or seeking higher education; they are frustrated by the lack of coordinated services; and they are not aware that literacy and essential skills training are available, free of charge, in the community.
The authors have included the survey questions and a summary of responses.
Funders:
- Ontario Ministry of Education and Ministry of Training, Colleges and Universities
Added: 2010-08-24
10. Mosaics and Essential Skills - Student Tasks (2010)
Series: Literacy and Essential Skills in Industrial Arts
By: Literacy Ontario Central South
This document complements Mosaics and Essential Skills – Student Notes, part of the Literacy and Essential Skills in Industrial Arts (LESIA) project developed by Literacy Ontario Central South.
The document is divided into five sections: orientation tasks; safety tasks; initial stage tasks; mid stage tasks; and final stage tasks. The document includes a variety of charts, checklists, data sheets and suggestions for sources of information.
The authors have included tips to help students use the knowledge they have gained through the course to build their resumés.
Funders:
Added: 2010-08-24
